Abstract
Many English-as-a-second-language (ESL) and English-as-a-foreign-language (EFL) learners at the tertiary level face difficulties in academic writing and are eager to make improvements in this area, which is crucial to their academic survival in the university. Yet, in most cases, they tend to have overlooked or even neglected the intricate relationship between reading and writing in a sense that one effective way to improve writing performance is in fact to read extensively and strategically. Also, when reading a text, it is common for students to focus mainly on the content (i.e., identification of information and / or understanding of concepts) rather than the writing style and language use, meaning that they are more like “reading as a reader” than “reading as a writer”. In this regard, the reading process is likely to have limited positive impacts on the enrichment of their writing quality. In this paper which focuses on experience sharing, the strong bonding between reading and writing as well as the specific differences between “reading as a reader” and “reading as a writer” will first be introduced. Subsequently, there will be an illustration of how a group of students majoring in Cultural and Religious Studies in a university in Hong Kong was empowered to read as a writer in a training workshop, together with their post-workshop feedback. Some practical suggestions on how to offer effective training to students (on the enhancement of academic writing competence through academic reading training) will be shared at the end.
Author Information
Allen Ho, The Chinese University of Hong Kong, Hong Kong SAR
Paper Information
Conference: ECLL2024
Stream: Culture and Language
This paper is part of the ECLL2024 Conference Proceedings (View)
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To cite this article:
Ho A. (2024) Empowering University Students in Hong Kong to “Read as a Writer” Rather Than to Merely “Read as a Reader” ISSN: 2188-112X The European Conference on Language Learning 2024: Official Conference Proceedings (pp. 189-200) https://doi.org/10.22492/issn.2188-112X.2024.16
To link to this article: https://doi.org/10.22492/issn.2188-112X.2024.16
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